365 Days to Deeper Learning

For the past few years, we've focused our professional learning opportunities on what are collectively referred to as 21^st Century skills and attributes. It was part of our strategic plan in 2005, and has continued to be a part of every staff development plan since. We've explored many different models, looking for the best fit:

• 21^st Century Fluencies (Ian Jukes, 21^st Century Fluency Project)
• 4 C’s: Communication, Collaboration, Critical Thinking, Creativity (EdLeader21)
• PBL: Project-Based Learning (Buck Institute for Education)
• Authentic Intellectual Work (Center for Authentic Intellectual Work)
• Curriculum 21 (Heidi Hayes Jacobs)

While our efforts have resulted in pockets of the types of learning experiences that we know most impact student learning and best prepare them for their futures, the changes have not been systemic. Some teachers embrace the concepts and ideas and weave them into everything they do, while others view them as something to do in a single showcase unit.  But not all teachers have opted-in to the professional learning opportunities. And some have attended with the best of intentions to make changes, and then have later fallen back into instructional and assessment strategies that have worked for them historically. So, in a district that excels on standardized assessments that are publicized and lauded, how do we systemically support teachers to incorporate these strategies into their work with kids? The answer, we believe, is by embedding these dimensions into the curriculum review process in a meaningful way.

When we were at EdLeader21 in October, we were inspired by Karen Cheser’s, Chief Academic Officer of Boone County Schools (KY), IGNITE presentation, “The Power of One Year: 365<1 Lifetime.” We decided that day that we would leverage all of our assets – human and otherwise – to make this the year that we the dimensions of deeper learning are integrated into our students’ experiences.  Here’s our progress so far.

Day 1: All in! We decide to push-in to curriculum review process in a much more significant way.

Day 35: Assistant Superintendent for Instruction Eric Schneider discovers Washoe County School District Guide to Planning Instruction for 21^st Century Learners. This model inspires the team to consider how we may create a rubric that teachers could use to evaluate their curriculum, instruction, and assessments.

Day 41: Teaching and Learning team attends Curriculum Leaders of Minnesota “Leading 21^st Century Systems” conference featuring Valerie Greenhill from EdLeader21. The Input-Output-Impact exercise frames motivates us to move into action. We commit to creating the Minnetonka Deeper Learning rubric on November 26 (Day 55). 

We've already set some additional deadlines to keep us on our 365 day target. 

Day 78: Provide professional development around curriculum and assessment writing to our teacher instructional coaches (TICs) and technology teachers-on-special-assignment (tech TOSAs). Digitize rubric, embedded with links on how to move from one level to the next.

Days 98 & 104: Present first draft to district department chairs and site staff development chairs.

The 365 days are going to fly by if we don't continually make this a priority. By involving all of the Teaching and Learning team, we're sure to make the most of the 8760 hours!